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CLASSROOM MANAGEMENT CHALLENGES FOR THE PRE SERVICE TEACHER IN TEACHING ENGLISH SPEAKING
Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu CHAPTER V
CONCLUSION, SUGGESTIONS AND LIMITATIONS OF THE STUDY
In this chapter, there are three main parts presented, several findings of the
research are explained together in the conclusion. The suggestions of the research
are also presented briefly which is intended for the teachers, further researchers,
and readers. Moreover, the limitations of the study present the further information
about the research.
5.1 Conclusion
The research was focused on classroom management challenges for the
preservice teacher in teaching English speaking. The research was intended to
investigate how does the pre-service teacher manages the classroom in the
teaching English speaking.
The result of the research provided that classroom management has been
an important area in education. It represents a significant aspect of the teacher’s
pedagogical knowledge. As a preservice teacher, may need to reach a minimum
level of competency in management skills before they are able to develop in other
areas of instruction. From the result of the research it was discovered that
preservice teacher struggled with classroom management in teaching English
speaking. Firstly, the challenges faced by preservice teacher in managing
classroom in teaching English speaking relate to the students’ low participation,
students’ speaking English skill, students’ disrespectful attitude, the limited amount of time, students’ motivation, and teacher’s expectation and motivation
itself.
The above-mentioned challenges was affecting the way preservice manage
the classroom in teaching English speaking. The preservice teacher often times
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CLASSROOM MANAGEMENT CHALLENGES FOR THE PRE SERVICE TEACHER IN TEACHING ENGLISH SPEAKING
Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu
Besides, the preservice teacher also makes fun activities such as, sing a song, role
play or simulation, and drilling. The preservice teacher also giving rewards for the
good behavior and punishment for the wrong deeds. Examples of rewards given
by preservice teacher were extra points. He develops a friendly climate in which
all students feel recognized and valued in encouraging both students and teacher
motivation.
5.2 Suggestions
From the findings, there are a few things that can be suggested to the
preservice teacher to improve the skill in managing classroom in teaching English
speaking and for future research. Firstly, preservice teacher should must be well
competent in the content subject because that’s what a teacher should be, and
student teacher must have a positive personality. Secondly, preservice teacher
needs to find effective ways or strategies to help teachers create conducive setting
for an unswerving teaching and learning process. As Burden (2003, in Sueb,
2013) stated that “teacher acts to create a learning environment that encourages
positive social interaction, active engagement in learning, and self motivation”.
Thus, being a teacher means also the need to be wise, not only in the context of
content subject, but also in managing the classroom (Sueb, 2013).
For future research, might look into exploration of other challenges that
faced by preservice teachers during training or teacher preparation program from a
wider scope research. Besides that a study on exploration of other challenges that
faced by preservice teachers in implement classroom management would also be
beneficial to be studied.
5.3 Limitation of the study
The research has reached its aim, there were some limitations. This
research only focused on how the preservice teacher manages the classroom in
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CLASSROOM MANAGEMENT CHALLENGES FOR THE PRE SERVICE TEACHER IN TEACHING ENGLISH SPEAKING
Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu
faced by the preservice teacher during the process of teaching English speaking.
Moreover, this research was conducted only on small participant and, size, only
one preservice teacher in one school. However, this research expected to be a
contribution for English teachers, especially the preservice English teacher and
can be an inspiration for them on how to manage the classroom for helping them,
